Discusses the conditions of possibility for intercultural and comparative philosophy, and for crosscultural communication at large. This innovative book explores the preconditions necessary for intercultural and comparative philosophy. Philosophical practices that involve at least two different traditions with no common heritage and whose languages have very different grammatical structure, such as Indo-Germanic languages and classical Chinese, are a particular focus. Lin Ma and Jaap van Brakel look at the necessary and not-so-necessary conditions of possibility of interpretation, comparison, and other forms (...) of interaction and how we can speak of similarities and differences in this context. The authors posit that it is necessary to dissolve the question of universalism versus relativism by replacing the ideal language paradigm with a paradigm of family resemblances and that it is not necessary to share a common language to engage in comparison. Numerous case studies are presented, including many comparisons of Western and Chinese concepts. (shrink)

"Analyzes the value of using case-based methodologies to address contemporary social justice issues in philosophy"--.

When assessing North American students' oral participation in classes, should all students be subject to the same evaluation criteria or should teachers make reasonable allowances for Asian students practicing humility? How do we weigh the promotion of 'courage' through character education initiatives with traditional Asian dispositions? Viewing Asian humility in Western classrooms and as it rubs up against liberal principles of equality or justice, and a virtue ethic raises a number of philosophical questions around authenticity, polyvalence, and relativity. I approach (...) first through the lens of liberal philosophy as the 'dilemma of diversity' meets a boundary with communitarianism, and then through the contextualist lenses of Wittgenstein, Heidegger, and Foucault. Drawing on Tully's political philosophy, I inspect humility as embedded in language-games and then open it to revision through comparative history, inviting participants in the teacher's game of assessment to renegotiate the rules: a process complicated by their reticence to speak up. I also use Medina and Scheman's political reading of Wittgenstein to discuss how teachers can discern humility as performative silence within the classroom, distinguishing between genealogical accounts that show how comportments could be otherwise from perspicuous inspection of interconnected language-games in current educational settings. (shrink)

How does being a woman affect one’s epistemic life? What about being Black? Or queer? Standpoint theorists argue that such social positions can give rise to otherwise unavailable epistemic privilege. “Epistemic privilege” is a murky concept, however. Critics of standpoint theory argue that the view is offered without a clear explanation of how standpoints confer their benefits, what those benefits are, or why social positions are particularly apt to produce them. For this reason, many regard standpoint theory as being out (...) of step with epistemology more broadly. But this need not be so. This article articulates a minimal version of standpoint epistemology that avoids these criticisms and supports the normative goals of its feminist forerunners. This account serves as the foundation for developing a formal model in which to explore standpoint epistemology using neighborhood semantics for modal logic. (shrink)

This paper advances a novel take on Chantal Mouffe’s appropriation of the late Wittgenstein, arguing that Wittgenstein’s philosophy, at the same time, gives rise to and offers a solution to the relativism problem as it can be found in Mouffe’s radical political thought. Unlike other vindications of Wittgenstein-inspired political thought, I also show at which point Wittgenstein’s support for such an approach comes to an end. I thus acknowledge that the relativism problem – at least to some extent – stems (...) from the ambiguity of Wittgensteinian thought itself. After having outlined these challenges, I suggest turning to alternative approaches from the field of critical social philosophy. In particular, Rahel Jaeggi’s Frankfurt School account of forms of life highlights what such a non-relativist but still context-sensitive approach may look like. By virtue of this last step, this paper contributes to recent engagements by Critical Theorists with the late Wittgenstein. (shrink)

Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational epistemology, (...) justifying Wittgenstein's inclusion in a textbook written for diverse teenagers. Acknowledging teens’ marginality, I draw on Hekman and Scheman's appropriation of Wittgenstein to advance feminist critiques of enthralling traps in [masculinist] language: exploring nature/nurture boundaries (ferals, cyborgs, and ‘gender performativity’) toward combating discrimination in schools. Heeding Cavell, I.. (shrink)

When Michael Peters asked me to write this editorial on the significance of Wittgenstein and Foucault for philosophy of education I accepted with modest reservation: ‘Only if I can write this piece...

Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of new discourses and policies that often lack practical foundations; consequently, teachers often dissimulate compliance to the reform in order to (...) evade surveillance within such disciplinary apparatuses as teacher training and regimes of inspection. Turning to Foucault, the author views education reforms in terms of power relations within a form of governance: ‘games of truth’, or political and veridical discourses in which dividing practices for sorting out ‘sound’ and ‘unsound’ teaching practices become institutionalised. Wittgenstein's attention to initiate training in practices points to an alternative to naïve forms of relativism; educators must incorporate the new techniques they gradually master and adapt within a viable, shared form of life. Instead of teachers’ normalization and subjugation in what Foucault refers to as education ‘blocks’, new pedagogic practices are better adopted ‘freely’ as arts of self‐transformation. With Hacking, Foucault and Wittgenstein's accounts of the true‐and‐false are blended into an ‘historical ontology’ of present and emergent paradigms: a critique of the limits set down within education reforms that sanction or legitimize certain conduct. Sympathetic to the journal call, this kind of philosophical investigation and genealogical critique of teaching practices gives us a perspicuous view of the local, contingent and at times arbitrary nature of change initiatives. Critical awareness of how our pictures (models) of education can captivate us heightens respect for professional eclecticism. Without ignoring the mandates and official scripts of public education reforms, experienced educators need to be able to conserve their tried and warranted ‘best practices’, while negotiating ranges of tolerance for alternative means. (shrink)

Louis Sass disputes that schizophrenia can be understood successfully according to the hitherto dominant models--for much of what schizophrenics say and do is neither regressive (as psychoanalysis claims) nor just faulty reasoning (as "cognitivists" claim). Sass argues instead that schizophrenics frequently exhibit hyper-rationality, much as philosophers do. He holds that schizophrenic language can after all be interpreted--if we hear it as Wittgenstein hears solipsistic language. I counter first that broadly Winchian considerations undermine both the hermeneutic conception of interpreting other humans (...) in general and Sass's hope of interpreting schizophrenics in particular. I then go on to argue that even if these Winchian considerations are not accepted, Sass in any case doesn't take sufficiently seriously Wittgenstein's use of nonsense as a term of criticism. Solipsism is not something we can understand so as to be able to understand analogically the schizophrenic's "world"--for there is no such thing as understanding it. Solipsism is nonsense, is nothing--there is no "world" there, in solipsists (as I show by reference to Cora Diamond's reading of Wittgenstein). Nor in any actually analogous cases of schizophrenia. Their "alienness" is the alienness of nothingness; roughly, of the fantasy of "logically alien thought". (shrink)

In "The History of Sexuality", Foucault maintains that "Western man has become a confessing animal" (1990, 59), thus implying that "man" was not always such a creature. On a related point, Wittgenstein suggests that "man is a ceremonial animal" (1996, 67); here the suggestion is that human beings are, by their very nature, ritualistically inclined. In this paper I examine this crucial difference in emphasis, first by reconstructing Foucault's "genealogy" of confession, and subsequently by exploring relevant facets of Wittgenstein's later (...) thinking. While there are significant correlations between Foucault and Wittgenstein, an important disparity emerges in relation to the question of the "natural." By critically analyzing this, I show how Wittgenstein's minimal naturalism provides an important corrective to Foucault's more extravagant claims. By implication, we see why any radical relativist, historicist, and/or constructivist position becomes untenable on Wittgensteinian grounds, even though Wittgenstein himself is often read as promoting such views. (shrink)

Radical feminists have argued that there are normative exclusions that have silenced certain voices and have rendered certain meanings unintelligible. Some Wittgensteinians (including some Wittgensteinian feminists) have argued that these radical feminists fall into a philosophical illusion by appealing to the notions of 'intelligible nonsense' and 'inexpressible meanings', an illusion that calls for philosophical therapy. In this paper I diagnose and criticize the therapeutic dilemma that results from this interpretation of Wittgenstein's contextualism. According to this dilemma, if something is meaningful, (...) it must be expressible from the perspective of the participant in language-games; and if it is not so expressible, it is not meaningful at all. I argue that this is a false dilemma that rests on the untenable internalist notion of a unified 'participant's perspective'. I propose an alternative contextualist view that underscores the polyphony of language-games, that is, the irreducible multiplicity of perspectives always present in discursive practices (if only implicitly and in embryo). Through a discussion of the different meanings of silence, my polyphonic contextualism tries to show that our linguistic practices always exhibit an irreducible diversity and heterogeneity of points of view that cannot be subsumed under a unified perspective. (shrink)

A recurrent theme in contemporary narratives of grieving is that there is a gap between the griever’s more or less consciously chosen expression of, and acting out of, grief and loss and other people’s seeming lack of acceptance. Starting from the view that the social context of feelings and emotions are constitutive in making an emotional experience what it is, this article explores what is done and experienced in acts of grief. A phenomenological perspective is applied to analyze the conditioning (...) of these experiences, and what the acts of grieving may accomplish in relation to various aspects of the self, indeed selves—that is, in relation to the surviving relative as well as the deceased. (shrink)

Drawing Wittgenstein's and Irigaray's philosophies into conversation might help resolve certain misunderstandings that have so far hampered both the reception of Irigaray's work and the development of feminist praxis in general. A Wittgensteinian reading of Irigaray can furnish an anti-essentialist conception of "woman" that retains the theoretical and political specificity feminism requires while dispelling charges that Irigaray's attempt to delineate a "feminine" language is either groundlessly utopian or entails a biological essentialism.

: While the work of such expositors as Max H. Fisch, James J. Liszka, Lucia Santaella, Anne Friedman, and Mats Bergman has helped bring into sharp focus why Peirce took the third branch of semiotic (speculative rhetoric) to be "the highest and most living branch of logic," more needs to be done to show the extent to which the least developed branch of his theory of signs is, at once, its potentially most fruitful and important. The author of this paper (...) thus begins to trace out even more fully than these scholars have done the unfinished trajectory of Peirce's eventual realization of the importance of speculative rhetoric. In doing so, he is arguing for a shift from the formalist and taxonomic emphasis of so many commentators to a more thoroughly pragmaticist and "rhetorical" approach to interpreting Peirce's theory of signs. (shrink)

Although the expression “form of life” and its plural “forms of life” occur only five times in Philosophical Investigations, and generally few times in his works, it is commonly agreed that this is one of the most relevant issues in Wittgenstein’s later philosophy. Starting from the analysis of the contexts in which Wittgenstein makes use of this concept, the paper focuses on the different interpretations that have been given in secondary literature, and proposes a classification based on two axes of (...) debate: the monistic versus pluralistic interpretation, and the empirical versus transcendental interpretation. After placing some well-known readings in the resulting scheme, an attempt will be made to offer an evolutionary reading of Wittgenstein’s own ideas about forms of life. It will be argued that the empirical and plural view that seems characteristic of his writings in the Thirties, slowly appears to turn towards a monistic view, sometimes with transcendental tones, although within a pragmatic perspective. This turn remains nevertheless rooted in Wittgenstein’s general attitude towards philosophy intended as a conceptual inquiry with clarifying and therapeutic aims. (shrink)

Research on the status and experience of women in academia in the last 30 years has challenged conventional explanations of persistent gender inequality, bringing into sharp focus the cumulative impact of small scale, often unintentional differences in recognition and response: the patterns of 'post-civil rights era' dis­crimination made famous by the 1999 report on the status of women in the MIT School of Science. I argue that feminist standpoint theory is a useful resource for understanding how this sea change in (...) understanding gender inequity was realized. At the same time, close attention to activist research on workplace environment issues suggests ways in which our understanding of standpoint theory can fruitfully be refined. I focus on the implications of two sets of distinctions: between types of epistemic injustice (and correlative advantage) that may affect marginalized knowers; and between the resources of situated knowledge and those of a critical standpoint on knowledge production. (shrink)

Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or (...) change an expression that is unacceptable or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different. The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting. The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction. The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy. (shrink)

The thesis identifies two strands in Rorty’s philosophy. One is an orientation towards practice in opposition to the traditional philosophical emphasis on theoretical knowledge. The other is Rorty’s anti-representationalist conception of knowledge. Rorty argues that these strands are mutually supporting, while the author argues they are incompatible. The nominal aim of Rorty’s anti-representationalism is to overcome many traditional dualisms of theoretical philosophy, such as subject and object, mind and world, and theory and practice. The thesis argues that anti-representationalism does not (...) and cannot achieve this aim, since what is required to overcome these dualisms is the recognition of the practical basis of knowledge, with which anti-representationalism is incompatible. The author agrees with much of Rorty’s critique of foundationalist epistemology, but argues in opposition to Rorty that anti-representationalism does not follow necessarily from this critique. Where Rorty locates the error of traditional epistemology in the very notion that knowledge and language can represent the world, the author argues that this idea is benign. The fundamental problem is the desire to anchor our conceptual scheme to an external structure independently of human practice — but this idea can be rejected without abandoning the notion of representation. The thesis also looks to explain why Rorty takes anti-representationalism to follow naturally from a rejection of foundationalism. The motivation is located in Rorty’s fundamental metaphysical orientation, which is naturalistic. Anti-representationalism is the product of the wish to promote a naturalistic worldview without succumbing to scientism. In this way Rorty hopes to unite the manifest and scientific images of man. The author argues that this cannot be done from within a naturalistic metaphysics. (shrink)

This thesis is a reading of five Don DeLillo novels in relation to the later philosophy of Ludwig Wittgenstein, beginning with Falling Man, and working backwards to The Names. It is an attempt to think about the philosophical aspects of DeLillo’s work; in particular, the various ways in which it is engaged with the possibility of metaphysics and its relation to the ordinary. It examines the ambiguous status of metaphysics, and the nature of transcendence and the ordinary in his fiction, (...) arguing that they form a dialectical relation, which guides, structures and informs many of the pressing spiritual, existential, aesthetic, ontological and epistemological concerns of his writing. This dialectic is illuminated by a parallel dialectic at work in Wittgenstein’s philosophy. Wittgenstein’s thought is useful for a number of reasons: it is a method or style of seeing rather than a systematic, substantive theory; though critical of metaphysics it is profoundly engaged with the inescapability of the metaphysical impulse, and the way metaphysical problems seem embedded in everyday language; and it is committed to the ordinary, but not in any reductive sense – it is not a defence of common sense or conventional beliefs. Understanding DeLillo’s engagement with metaphysics as part of a dialectic with the ordinary, and viewing it through an encounter with Wittgenstein, will prevent recourse to traditionalist conceptions of language and meaning while at the same time resisting and critiquing the postmodern scepticism frequently invoked in DeLillo criticism. The thesis consists of a series of comparative readings that aim to further our understanding of DeLillo’s novels and Wittgenstein’s philosophy; readings centred around a set of closely related concerns that reflect different aspects of the dialectic between the ordinary and the transcendent: the paradox of the ordinary; the limits of language; looking at the overlooked; spiritual yearning; and the logical sublime. (shrink)

My thesis is original in placing together Wittgenstein's ideas of how language works, and arguments for the philosophical significance of the embodied and relational figure of the mother. I both use and resist a Wittgensteinian therapy to overcome the problem of the forgetting of the mother in philosophy. I begin with the problem of essentialism, important to Wittgenstein and to feminist philosophy. My reading of Wittgenstein finds an ignored lacuna between language and experience. I add in to the debate the (...) type specimen approach from botany. Adopting this approach enables me to avoid a classification which requires a true inner essence to mothering, and provides a way for me to denote the significant place of the language games of mothering in language games about women. I argue for a different symbol of the mother. I agree with Wittgenstein's account of language, but add to it. I show the importance of Wittgenstein's insight that although meaning is not fixed independently of use, use does not fix meaning in that I create new meanings for the figure of the mother. I argue, through an exploration of Wittgenstein's concept of `übersichtlichen Darstellung ; that Wittgenstein can help us to see the phenomena of our life differently, in a way that makes space for understanding female difference. His concept of a form of life provides such openings. As the Wittgensteinian agent seems distinctly un-female, I bring in the philosophy of Kierkegaard in my argument for a different relational self as mother. I argue for a Kierkegaardian flexible maternal self with mobile edges. I insert the language games of the mother into Kierkegaard's writing on women. My aim is a more adequate representation of a reality. I use the work of John Wisdom to make a bridge between Wittgenstein and the narrative form, which I use throughout. Wisdom's strategy is to engage in unconventional reflection in looking for new ways of telling philosophical stories, and in finding new patterns of meaning in the familiar. I claim that the narrative form enables me to express the shifting essence of the mother and the diversity of mothers; and to acknowledge the silences which are part of the mother's story. My aim in this thesis is creative. I use Wittgenstein to create a new kind of relation to philosophy. I do not offer a correct reading of Wittgenstein or Kierkegaard. Instead, aided by the insights provided by feminist philosophy, I write in the language games of the mother to their ideas. Thus, I bring into existence through utterance a different, feminist philosophical symbol of the mother. (shrink)